Health and Wellbeing in Higher Education: A Comparison of Music and Sport Students Through the Framework of Self Determination Theory

Abstract

Students in Higher Education report high levels of mental health issues and psychological distress. Paradoxical findings on performance-orientated students, such as athletes and musicians, suggest that the demands of highly skilled vocations may enhance wellbeing while being detrimental to physical and mental health. To provide timely and appropriate help, institutions need to understand what areas of health and wellbeing are compromised in different student groups. In this study, we compared performance-orientated (music and sport) students to other students and the general population on a selection of wellbeing (WHO5, PWS, and WEMWBS), mental and physical health (K10, SF12, and PHQ9), and trait measures (TIPI, LOT-R, and PCS). Through an online survey (N = 273), data were collected from bachelor and master students (n = 135 music, n = 67 sport, n = 71 controls). Students' scores were compared to the general population, where norm values were available, and analyzed within and between groups. Multiple regression was performed to investigate trait measures as predictors of wellbeing. All groups scored significantly below population norms for wellbeing and mental health. One third were classed as having moderate to severe depression. Musicians scored higher openness to experience than athletes. While sport students showed a highly homogenous within-group profile, music students' scores differed significantly across study courses (e.g., performance and composition). Predictors for wellbeing were: optimism and emotional stability (all students); additionally conscientiousness (sport and music); and perceived competence (music only). As expected, students reported more health and wellbeing issues than general population. Distinct profiles of wellbeing were apparent for performance-orientated students. Results are in line with Self Determination Theory and suggest the need for institutions to embed health and wellbeing into a 'living curriculum' to accommodate the needs of different student groups. The WHO5 emerged as a parsimonious yet sensitive measure for mental health and wellbeing in student populations.

“Help! I Need Somebody”: Music as a Global Resource for Obtaining Wellbeing Goals in Times of Crisis

“…It has been argued that music may be particularly effective to support emotional wellbeing, as it offers a means to express and regulate emotions (Laukka, 2007;Saarikallio, 2011), communicate non-verbally, connect with oneself, and others (Schäfer et al, 2013), and to be physically as well as mentally engaging, through dancing, singing, or playing. Systematic comparisons between the efficacy of musical vs. other forms of occupational interventions on various outcome measures, have been conducted in clinical and developmental settings primarily and are generally made between a small number of activities, such as participating in an arts or music class, a cooking or music group, a sport or music activity (e.g., Moreno et al, 2009;Narme et al, 2014;Alessandri et al, 2020). In the case of our research, we are comparing music as a coping strategy or rather a "coping activity" in comparison to other activities.…”

Hard Work and Hopefulness: A Mixed Methods Study of Music Students’ Status and Beliefs in Relation to Health, Wellbeing, and Success as They Enter Specialized Higher Education

“…The choice to compare the data from this sample with three published data samples for the standardized tests (WHO-5 and WHOQol-BREF) was to provide contextual comparisons from the various perspectives. Students in higher education (HE) have been shown to have lower wellbeing than normative data in general, and some differences have been shown between students in HE whose focus is performance based in comparison to "other" types of study (Alessandri et al, 2020).…”

“…Few investigations however have documented the status of music students’ wellbeing at the start of their tertiary programs. In our previous study ( Alessandri et al, 2020 ), we compared students enrolled on high performance study programs (sports and music) to students undertaking more typical university courses (e.g., sciences and humanities). Whilst wellbeing was compromised for all students compared to normative data, the personality trait of Emotional Stability and having an optimistic outlook contributed to predicting wellbeing in general for all students, with the personality trait Conscientiousness additionally contributing for sport and music students, and for music students only, perceived competence in their chosen vocation directly impacted their wellbeing.…”

Experiences That Matter: Unraveling the Link Between Extracurricular Activities and Emotional and Social Competencies

“…For instance, in extracurricular activities such as an experience abroad, students have the opportunity to reflect upon themselves and to analyze critically their behavior compared to international colleagues. In music and sports, which often involve formal or informal feedback by experts and audiences (Alessandri et al, 2020 ), individuals acquire information about their behavior and can use it to improve and better address their objectives. Nevertheless, compared to forced or simulated experiences, prior studies maintain that extracurricular experiences represent a more reflective and revelatory ambience, which facilitates the transformation of behavioral patterns (Nair, 2011 ).…”